Bullying Prevention Program



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The Allan L. Beane Program: Practical and Effective Prevention and Intervention Strategies

by

ALLAN L. BEANE, PH.D.

Author of the Allan L. Beane Bullying Prevention Program

Website: , Email: abeane@, Phone: (270) 227-0431

TABLE OF CONTENTS

Goals of the Presentation

Sampling of Classroom-Centered Strategies

Sampling of Victim-Centered Strategies

Sampling of Bully-Centered Strategies

Sampling of System/School-Centered Strategies

Assertiveness Skills for Victims

Assertiveness Skills for Bystanders

On-the-Spot Responding

Goals of the Presentation

• To examine a sampling of prevention and intervention strategies included in the Allan L. Beane Bullying Prevention Program.

Sampling of Classroom-Centered Strategies

• Implement the Bullying Prevention Lesson Plans (preschool-high school)

• Harness energy of students by using poems, skits, posters, T-shirt design contest, door decorating contest, logo contest, songs, bracelets, peers for peace club, student council involvement, students could help make and discuss anti-bullying bulletin boards, banners and posters.

• Help students recognize and understand bullying.

• Encourage students to reflect on past bullying.

• Train students in peer mediation.

• Train students in conflict management.

• Provide training in anger management.

• Immediately and consistently respond to bullying.

• Empower bystanders (teach them how to respond when someone is being bullied).

• Keep a camera near and use photographs—class scrapbook, class directory, bulletin board (promotes unity).

• Model the Golden Rule yourself and do not reinforce bullying verbally or nonverbally.

• Avoid displaying weaknesses (reading out load, working at the board, etc.).

• Ask students to display strengths (opportunities to shine).

• Publicly make positive comments regarding students – may influence thinking of listening students.

• Keep grades a private matter.

• Help students identify similarities.

• Focus on third enemy (water pollution, animal cruelty, etc.)—creates unity.

• Involve class in service projects—creates unity.

• Discuss models of acceptance (newspaper stories, television stories, movies, etc.).

• Ask students to track bullying on television.

• Discuss songs (Don’t Laugh at Me by Mark Wills and One of these Days by Tim McGraw).

• Discuss scenes in movies (Mask [Universal Studios], Forest Gump [Paramount Pictures], Radio, The Elephant Man, Mean Girls, etc.).

Sampling of Victim-Centered Strategies

• Develop a safety plan (i.e., never walk alone, don’t go some places alone, avoid bully when possible, etc.)

• Complete the Bullying Prevention Intervention Questionnaire and Intervention Plan Form and develop an intervention plan for the victim.

• Discuss with the victim strategies from anti-bullying books for students (i.e., How You Can Be Free of Bullying ).

• Provide parents/guardians access to anti-bullying books (i.e., Protect Your Child from Bullying( by Allan Beane).

• Teach victim to avoid retaliation. (20 Things to Do Instead of Hurting Back)

• Normalize appearance (clothing, disfigurement, etc.) of the victim.

• Normalize behavior (aggressive, disruptive, mannerisms, etc.) of the victim.

• Develop social skills and teach the victim how to make friends.

• Develop body strength, self-confidence, and self-esteem (martial arts, give choices and brag on choices, emotional rehearsal, visualization, etc.).

• Develop skills of social value – may net social prestige for the student.

• Encourage the victim to make friends outside school (non-school activities/organizations).

• Encourage victim’s involvement in school activities.

• Encourage victim to talk openly about his/her disability.

• Encourage quality extended family members to befriend/mentor victim.

• Invite parents of victim to speak to class – may net some short-term social prestige for the victim.

• Encourage other school personnel to befriend victim and to closely monitor interactions with others.

• Provide assertiveness training for the victim.

• Encourage the victim to keep a journal.

• When appropriate suggest professional counseling for the victim (one-to-one or small group of victims).

• Transfer the victim to another school/district (last resort and may not work).

Sampling of Bully-Centered Strategies

• Discuss with the bully strategies from anti-bullying books for students (i.e., How You Can Be Free of Bullying by Allan L. Beane or other anti-bullying books).

• Provide parents/guardians access to anti-bullying books for parents (i.e., Protect Your Child From Bullying by Allan L. Beane).

• Develop an intervention plan for the bully.

• Interview the bully.

• Demonstrate a zero tolerance for bullying by consistently applying negative consequences for bullying behavior. Be prepared to apply the appropriate consequences for lack of cooperation.

• Teach the bully that power can be experienced by doing good things.

• Require the bully to apologize (verbally or in writing) and/or make amends.

• Monitor bully’s behavior.

• Require the bully to monitor his/her behavior and report to you—self management.

• Use a Behavioral Contract with the bully.

• Use a No Contact Contract with the bully.

• Help bully find an area of interest and a hobby, a job or a way to provide a community-service.

• Ask some adult(s) to mentor the bully.

• Require the bully to be responsible for the safety and well-being of victims.

• Immediately reinforce/reward positive and accepting behaviors.

• Learn about the bully and his family — communicates that you value him/her as a human being and that you care about his/her future.

• Learn about his/her family—visit home and hold regular parent conferences.

• Develop impulse control, anger control and empathy—how to make friends.

• Assess the self-esteem—if negative, enhance.

• When appropriate, consider professional counseling for the bully.

Sampling of System/School-Centered Strategies

(Administrative Strategies Plan)

• Purchase the appropriate Bullying Prevention Program Kit. (available at w ww. – click on “Products”.

• Form and train a Bullying Prevention Program Support Team/Committee and follow steps to establishing a program. Each committee member receives a copy of Bullying Prevention for Schools: A Step-by-Step Guide to Implementing a Successful Anti-Bullying Program.Allan L. Beane, Ph.D.

• Train all school personnel (Bullying Prevention Awareness Session)

• Supply teachers with the appropriate materials/resources included in the Bullying Prevention Program Kit.

• Supply counselors and school psychologists with the appropriate materials/resources included in the Bullying Prevention Program Kit –

• Establish anti-bullying policies and procedures for reporting and handling bullying situations or modify existing harassment policy.

o Students bullying/harassing students.

o Students bullying/harassing teachers.

o School personnel bullying/harassing students.

o School personnel bullying/harassing other school personnel.

• Modify student conduct code books to include bullying behaviors.

• Administer Bullying Prevention Surveys (Students, Teachers, and Parents).

• Adopt Bullying Prevention Classroom Rules – posted in every classroom.

• Ask schools to create more places for students to belong or feel connected to the school.

• Establish a Peers for Peace Club – Bullying Prevention Club in each school. (Handbook for Student Council by Allan Beane).

• Identify high-risk areas, train supervisors and develop a Supervision Plan (increase supervision, use technology, improve quality of supervision through training, and add structure to unstructured times).

• Remind school personnel to model acceptance and kindness (with students and with each other)

• Install “Bully Boxes” or “Not in My School Box” or “Bug Box” or “Drop Box”

• Ask schools to systematically remove hurtful graffiti and make a record of graffiti.

• Use School Resource Officers.

• Ask students to sign a Bullying Prevention Pledge.

• Ask school personnel to sign a Bullying Prevention Pledge.

• Ask parents to sign a Bullying Prevention Pledge.

• Ask community representatives to sign a Bullying Prevention Pledge.

• Develop and adopt a student involvement and empowerment plan.

• Develop and adopt a parent involvement plan.

• Develop and adopt an anti-bullying community involvement plan.

• Develop a plan for posting anti-bullying bulletin boards, banners, and posters (Bullying Prevention Bulletin Boards, Banners and Posters by Allan and Linda Beane).

• Post a Bullying Prevention Classroom poster in each classroom.

• Post anti-bullying posters in high-risk areas (Bullying Prevention Zone Posters or other available posters – visit for available posters.

• Disseminate bullying prevention brochures to students, parents, and educators.

• Implement Welcome Wagon Program for new students.

• Conduct a Bullying Prevention Assembly Program for students.

• Conduct a Bullying Prevention Awareness Presentation for Parents (community-wide presentation).

• Reach agreement on behavioral expectations for high-risk areas.

• Develop or adopt a Bullying Prevention Discipline Rubric (reach agreement on creative negative/reductive consequences).

• Develop or adopt a Bullying Prevention Response Plan (How to Respond to Bullying).

• Train personnel and volunteers to utilize the response plan and discipline rubrics.

• Establish a Bullying Prevention Bus Program. Ask your school system to purchase the Bullying Prevention Bus Training Course and Strategies Kit (five hours of training for bus drivers on DVD and over 100 prevention strategies) – (available at – click on “Products”)

Assertive Strategies for Students Who are Bullied

Allan L. Beane Bullying Prevention Program



copyright © Allan L. Beane, Ph.D.

abeane@

Note: Use the following information only with the recommendation of your teacher or counselor and your parents. These strategies should also be used with other strategies to keep you safe.

General Strategies:

• Look confident (assertive body language) by standing tall and holding your head up.

• Don’t cry and run off. Instead move closer, turn sideways, and have non-threatening eye contact.

• Keep your facial expressions neutral. Don’t look sad and don’t look angry.

• Hold your arms beside your body. Don’t hold your arms up like you want to fight.

• Make your assertive comment and then walk off confidently.

Specific Strategies:

• Make an assertive statement: “This is a waste of my time. I’m out of here.” (walk off confidently)

• Fogging—(admit the characteristic) soft verbal comebacks. For example, “Allan, you sure are fat.” You could say, “You’re right, I need to lose weight.” (walk off confidently)

• Admit the Obvious—point out that the bully sees the obvious— “Wow! He noticed I have big ears.” (walk off confidently)

• Broken record — repeat “What did you say?” or “That’s your opinion.” or “So.” (Then, walk off confidently)

• Confront bully concerning his/her spreading lies/rumors. (walk off confidently.)

• Expose the ignorance of the student who bullies you. For example, if he is bullying you because of your medical problem or disability, tell him the facts about it. (walk off confidently)

• Give permission to tease– “Well, it’s okay to say what you want. It doesn’t bother me.” (walk off confidently.)

• Use sense of humor (do not make the bully feel like he/she is being laughed at). For example, if the bully says, “You sure do have big ears.” You could say, “I know, sometimes I feel like I am an elephant.” (walk off confidently)

• Make an asset of characteristic. For example, one boy was teased because he lost his hair because of cancer treatments. He said, “Well, I guess Michael Jordan and I are alike, we both don’t have much hair.” (walked off confidently)

• Throw something and run when you are at risk of being hurt or you are in danger.

Assertiveness Strategies for Bystanders

Allan L. Beane Bullying Prevention Program



copyright © Allan L. Beane, Ph.D.

abeane@

Note: Use the following information only with the recommendation of your teacher or counselor and your parents. These strategies should also be used with other strategies to keep you and others safe.

General Strategies:

• Look confident (assertive body language) by standing tall, with your shoulders back

• Move closer to the bully, beside the victim, turn sideways, and give the bully non-threatening eye contact

• Keep your facial expressions neutral

• Keep your arms beside your body

• Make your stand then leave the situation

Specific Strategies:

• Make assertive statements for the victim: “This is a waste of Bobby’s time and my time. Come with me Bobby.” (walk off confidently with Bobby)

• Use “Fogging.” For example, admit that you also have the characteristic the bully is using to tease someone): “You know, Bobby and I both need to lose weight. Come with me Bobby.” (walk off confidently with Bobby)

• Exhaust the topic (repeated questioning about putdown). For example, “How many people do you know that are fat?” “How overweight do you have to be to be fat?” “How long do you have to be overweight to be fat?” “Come with me Bobby.” (walk off confidently with Bobby)

• Broken record — repeat: “What did you say?” or “That’s your opinion.” or “So.” “Come with me Bobby.” (walk off confidently with Bobby)

• Confront the bully concerning his/her spreading rumors and lies about someone. Refuse to spread the lies and demand that the rumors/stop.

• Expose the ignorance of the bully when he/she is teasing someone because of their disability or medical problem. Reveal the facts. Then ask the victim of bullying to walk off with you. (walk off confidently with Bobby)

• Give the bully permission to tease: “Well, it’s okay to say what you want. It doesn’t bother Bobby and it doesn’t bother me. Come with me Bobby.” (walk off confidently with Bobby)

• Take on the characteristic used to tease someone and use a sense of humor: “You know Bobby and I both have big ears, sometimes we feel like elephants. Don’t we Bobby?” or “You know, Bobby and I both are pretty stupid. Come with me Bobby.” (walk off confidently with Bobby)

• Make an asset of the characteristic used to tease someone: “Well, I guess _______ ______ (a famous popular person) and Bobby look alike, they both don’t have a lot of hair. I wish I looked like Bobby. Hey Bobby, come with me.” (walk off confidently with Bobby)

On-the-Spot Responding

Copyright © Allan L. Beane, Ph.D.



abeane@

General Responsibilities of Adults Responding to Bullying

• All rumors and reports of bullying must be investigated.

• Follow established school discipline plans, policies and procedures.

• Respond immediately and consistently to bullying.

• Maintain open communication lines with victims, bully(ies), followers, and bystanders, as well as parents.

Specific Responsibilities of Adults Responding to Bullying

Step 1: Immediately confront and warn the bully.

• Don’t shout from distance – unless injuries are possibility

• Move closer to bully and if appropriate step between the victim and bully to block eye contact

• Maintain eye contact with bully

• Command to stop (specify behavior) in quiet, but firm voice

• Specify inappropriate behavior to be stopped and the behavior desired

• Don’t ask question: “Bobby, would you please stop.”

• If bully doesn’t stop:

o State that bullying violates school policy

o State associated consequences

o Communicate seriousness of behavior

• If bully stops:

o Compliment him/her

• Make it clear that it is the behavior you dislike. Explain it will not be tolerated.

• Do not send the victim and bully away, unless it is determined to be appropriate/necessary.

• Do not ask victim and bully in front of other students to explain what happened.

Step 2: You may immediately apply negative consequences.

• Use progressive consequences – from less to more severe consequences.

• Be consistent with application of consequences.

• Resist temptation to label some bully behaviors as less severe than others.

(Note: School policy may require you to notify parents of behavior and consequence.)

Step 3: Privately, provide emotional support for the victim.

• Tell victim

o you’re glad to know

o school will not tolerate bullying

o action will be taken

o may need help of others

Step 4: Speak to the bystanders before they leave the bullying scene.

• At this time, do not describe what they saw.

• Use a firm, calm, and matter-of-fact voice to let them know you saw their response to the bullying.

• If their response was appropriate, compliment them.

• If their response was inappropriate, explain what they could have done differently and what you expect them to do the next time they see someone bullied.

Step 5: Inform the teachers (and other staff) of the victim and bully(ies). Ask them to:

• Provide emotional support for victim by actively listening to them and giving them hope that bullying will stop.

• Tell the bully that such behavior will not be tolerated and that he/she will be watched.

• Increase supervision of victim and bully.

• Assist, if needed, in implementing the victim’s safety plan after it is developed.

Step 6 – (Optional): If the behavior warrants, and if determined appropriate by your school, you should contact (letter, call, etc.) the parents or require the victim and the bully to tell their parents.

Step 7 (Optional): Meet with the parents.

• Gather more information prior to the meeting.

• Hold separate meeting with parents of victim and parents of bully.

• Discuss school’s view of the problem.

• Discuss strategies already implemented, if any (i.e., negative consequences)

• Allow time for parents to discuss concerns and ask questions.

• Suggest a plan for the parents. Mention resources available (i.e., Protect Your Child From Bullying by Allan Beane, Ph.D.)

• Tell parents you will keep them informed and ask them to do the same.

Step 8: Gather information from the victim, bully(ies), followers, bystanders, and others. When you privately meet with the victim develop a Safety Plan.

Other Information: Questions can be very powerful. Consider the following:

| |

|The Power of Questions |

| |

|When appropriate, use questions to deal with students who bully. For example the following line of questioning could be used. No |

|matter how the student answers, ask each question in sequence. Do not answer the student’s questions. |

|What is the rule about sitting in your seat? |

|What would be the consequence if someone disobeys that rule? |

|Why do you think that rule is important? |

|Statement: It looks like you have a choice to make. Have a good day. |

| |

|James Kraemer (2005) recommends the following questions to counter act power plays. He suggest that it’s best give the defiant |

|student a few minutes to make the necessary value judgments and he recommends that the adult not answer a student’s question that |

|is in response to the adult’s question. |

| |

|“Bob, who do you believe is the person in charge here?” |

|“What do you think would happen if someone decided to disobey the adult in charge?” |

|“A student who disobeys an adult in charge is escorted to the office, to discuss his issues, while the rest of the students go |

|about their business.” |

|“Go ahead and grab your items and come with me.” |

|(If the student refuses, say – “Looks like you’ve made your decision. Guess I’ll go ahead and follow-up on my decision to call (a |

|school staff member) to escort the student to the principal’s office.” (If and when the student returns to the classroom, sit him |

|or her near your desk, not his or her normal seat. The other students will know the student is still being dealt with.) |

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